Reloading the Cannon: A New Hestorian Guhan Text

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Reloading the Cannon A New Hestorian Guåhan Text
Kelly G. Marsh, Unibetsidåt Guåhan
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Reloading the Cannon A New Hestorian Guåhan Text

• Canon
• That which is considered the most important
  authoritative
  
• Text
• Comprehensive History text meant for
• High school University levels
• General Public
• Important to remember
• Guåhan Text often textbooks, serving both
  audiences
  
• Students are among our most important population
  to serve
  
• Text must then answer to and work with their
  guiding structures
  

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Time for a New Text

• One that
• Better answers Ginnen Manu Hit? Hayi Hit Pago?
  Para Manu Hit?
  
• Builds networks, bridges divides
• Takes advantage of recent historical work new
  Pacific approaches thoughts regarding history
  issues
  
• Taps into growing technology
• Contemporarily available/used texts
• Each has made certain progress
• Printed in 1980s 1990s, outdated
• Fragmented
• Been used long enough to better understand what
  want in a new Hestorian Guåhan text
  
• Doesnt follow school curriculum guides
• Have no exercises, activities, charts, timelines,
  teachers guides, etc.

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What is the CHamoru/local perspective?

• Not simply reactive
• Difficult, so much has seeped in molded our
  concepts
  
• It takes
• Concerted effort, teamwork, discussion,
  interaction among those in the Guåhan similar
  indigenous/Pacific Islander communities
  
• Further challenge
• Encompassing/discussing the range of
  CHamoru/local perspectives
  
• On-island, off-island, north, south, differing
  family histories and experiences, etc.

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Reloading Everything

• Titles
• Illustrations
• Captions
• Text
• Glossary
• Index
• Features
• Critical thinking elements
• Authors
• Audience/s served
• Placing in appropriate contexts
• Guiding concept
• Interactive/accessible formats

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Mold Emphasis through Titles
Ferdinand Magellan (Carano Sanchez, A
Complete History of Guam, 1964, p. 39)
-Highlights Outsider/s -I Mañamoru Not-present,
Passive/Reactive/Receivers of Action
Aliens (Rogers, Destinys Landfall, 1995, p.
5) -Works to emphasize concept that they are for
eign to I Mañumoru -Works to create a sense of
CHamoru perspective -Highlights Outsiders -I Mañ
amoru Not-present, Passive/Reactive/Receivers of
Action
Chamorros Receive Europeans (PSECC, I Ma Gobetn
a-ña Guam, 1994, p. 11) -Highlights I Mañamoru
-CHamoru voice I Mañamoru as actors in their
history -neutralized CHamoru perception of Spani
sh vessels crew -allows for mixed ethnic make-
up of Spanish presence
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Mold Emphasis through Titles
The Spanish-Chamorro Wars (Carano Sanchez, A
Complete History of Guam, 1964, p. 73)
-Highlights Outsiders -I Mañamoru Reactive/Receiv
ers of Action -Subsections titled by Spanish lead
er (Esplaña, Irrisarri, Quiroga, Sariava)
The Spanish Conquest (Rogers, Destinys
Landfall, 1995, p. 58) -Highlights Outsiders -I
Mañamoru Victims/Passive/Reactive/Receivers of
Action
The Chamorro-Spanish Wars (PSECC, I Ma Gobetna-
ña Guam, 1994, p. 24) Highlights I Mañamoru -CH
amoru voice I Mañamoru as actors in their
history -Subsections highlight CHamoru activity
leaders (Defending the Chamorro Homeland,
Chamorro Leaders Who Rebelled
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Critically Examine Artwork
Picture here from http//www.micsem.org/photos/e
uropeans/05.htm
Picture here from http//guam.org.gu/mystery/lit
hola2.jpg
-which selected -quality -style -accuracy -und
erlying messages
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Being Visually Included in History
Picture here http//www.npswapa.org/gallery/album
11/NA_243
Picture here http//www.npswapa.org/gallery/Occup
ation/55_occupation
Pristine/sterile picture -no CHamoru or local pr
esence
CHamoru/local presence
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Visually Recognized as Actors in their History
Picture here http//www.npswapa.org/gallery/album
01/B0138_comgen
Present/active/actors
Non-existent/non-actors
Picture here http//www.npswapa.org/gallery/album
05/63_Combat_Patrol
Chamorros working with US Troops to resecure
island after WWII
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CHamoru Perspective In Illustrations
Picture here From CHamoru perspective, Guahan,
Guam The history of our island. Pedro Sanchez
(1988), p. 29
Picture here From Spanish perspective, Guahan,
Guam The history of our island. Pedro Sanchez
(1988), p. 34
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Captions

• Write a caption with
• CHamoru emphasis
• US emphasis
• Both perspectives

Picture here http//www.npswapa.org/gallery/alb
um11/NA_240
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Changing Text Emphasis
Owing to the meagerness of natural resources in
the Marianas, large numbers of Spaniards were
never attracted to settle in the islands (p. 74).
Spaniards, known for their exploitive behavior,
did not consider the naturally rich resources of
the Mariana Islands ones they could profit from.
Therefore, Spaniards never settled the islands in
large numbers.
While life in the smaller villages plodded along
in accord with the religious calendar, life in
Agana and Umatac revolved around the yearly
arrivals of the Acapulco galleon, usually in May
or June, and the Cavite supply ship, normally in
August or September (p. 75).
I Mañamoru of both small and large villages alike
had much to keep them busythey followed a
variety of traditional and Catholic celebrations.
In the port villages of Agana and Umatac, they
also added to their schedule
Homework Challenge Spanish colonial officials
were grossly underpaid consequently, some
resorted to illegal means for compensation (p.77).
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Critically Examine Authors -accuracy -agreemen
t
-emphasis -bias
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Change over time, Range in Perspectives
Pictures here of different versions of the
taotaomona from Latte magazine
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Place within Appropriate Context
-Under Spanish rule, education was available to
only a select fewWith the beginning of American
rule, educational opportunities became more
widespread. (Carano Sanchez, A Complete History
of Guam, 1964, p. 404) -Imperial history -publ
ic education a developing concept during the
Spanish rule
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Guiding Concept, Periodization

• Typically, the eras would be
• Ancient CHamoru (3,500/4,000 y.a. to 1668)
• Spanish (1668 to 1898)
• Early US (1898-1941)
• Japanese WWII Occupation (1941-1944)
• US Post-WWII (1944 to present)
• which might be further divided to include our
  contemporary period of Self-Determination

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Examine TwoPossible New Guiding Concepts

• Not perscriptive or conclusive
• Conversation among community must take place
  before final decision
  
• New Guiding Concepts, Repositioning the
  framework
  
• Nested Identity
• CHamoru Identity

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Nested Identity

• i. South East Asian
• ancient cultural roots, emigration from
• ii. Oceanic/Pacific
• geology, geography, movement into Pacific,
  Pacific Islander identity and issues
  
• iii. I Mañamoru Siha
• connection to the Mariana Islands, development as
  a people,CHamoru identity and issues
  
• iv. Micronesian
• Guam as a part of what has been labeled as a
  cultural regiontrading networks through time,
  differences, similaritiesincluding Spanish
  colonization, Micronesian identity and issues
• v. I Mañamoron Guåhan Siha
• development of a distinct Guam-CHamoru identity,
  budding development of multi-ethnic/multicultural
  population, colonizationSpanish and USJapanese
  occupation, resultant adaptation, assimilation,
  resistance and other issues
• vi. US American/modern indigenous movements
• Guamanian identity, unincorporated status with
  United States, US citizenship, increasing
  multi-ethnic/multicultural population, movements
  for the strengthening of CHamoru identity,
  growing off-island CHamoru presence (another
  level of CHamoru identity), self-determination
  movement and other issues

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Chamoru Identity

• I Manmofona
• 8,000 to 3,500-4,000 y.a.
• I Taotao Tano
• 4,000 y.a. to A.D. 1500s
• With timeline and cultural change divisions
• I Mañamoru
• To end of CHamoru-Spanish Wars 1500s to 1705
• I kestumbren CHamoru, 1706 to 1941
• Amerikånu/a, 1941 to present

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However, A Peoples History
Typical hestorian Guahån text perspective
Is Political or Imperial or elite-based/emphasized
Picture here http//www.npswapa.org/gallery/Occ
upation/58_occupation

• follows surveyed Guam history instructor/general
  publics desire for
  
• chronological
• issue based

Picture here http//www.npswapa.org/gallery/albu
m11/NA_17
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Building on Past Strengths

• Thompson (1941, 1947, 1971)
• Affirmed that CHamoru as a people culture
  contd to exist
  
• R. L.G. Perez (1948), Carano Sanchez (1964)
• I Mañamoru locals writing history
• Included discussion of natural environment
• Perez discussed women in hestorian Guahån
• Sanchez (c. 1988)
• Titled, Guahån, Guam The History of Our
  Island
  
• CHamoru Language privileged
• Our, highlights ownership of land and history
• I Mañamoru visible in history

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• Crisostomo (1986)
• Thesis that is essentially an anthology of
  CHamoru literature as a textbook
  
• Has critical thinking exercises teacher guide
• Cunningham (1992)
• Extended attention to I Manmofona/Taotao Tano
• Followed school curriculum guidelines
• Has a workbook
• Rogers (1995)
• Most comprehensive
• Chapters
• Number of chapters matches school calendar
• Chapters feasible lengths (_at_pages ea.)

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• Politcal Status Education Coordinating Commission
  (PSECC), Hale-ta Series (1993-2002
  continuing)
  
• Elementary
• Inafamaolek, Chamorro Traditions Values
• Hestorian Taotao Tano, History of the Chamorro
  People
  
• Middle School
• I Ma Gobetna-ña Guam, Governing Guam Before and
  After the Wars
  
• High School/University
• Hinasso Tinigi put Chamorro, Insights the
  Chamorro Identity Volume I
  
• Kinilamten Pulitikåt Siñenten Chamorro, Issues
  in Guams Political Development The Chamorro
  Perspective
  
• Largely CHamoru authors, voice, perspective
• Worked to correct hestorian Guåhan imbalance
• Kasperbauer (2005)
• DVD
• Discussion guide, activities, scripts, suggested
  readings